As rising Information Systems professionals (or scholars), “systems analysis” may be the best way to quickly describe your core professional skillset to folks at the holidays. Despite this, there are many systems analysts in the world who may not have ever referred to themselves as such. Understanding how to identify and analyze human and information systems, their impact on organizations and people, and some methods for changing these systems is a central component of the work of any information professional, whether they are software developers or personnel managers.
Course: INLS 382-001
Semester: Fall 2018
Time: 8:00-9:15 a.m., Tuesday and Thursday
Location: Manning 304
Instructor: Jason Casden (casden@email.unc.edu)
Textbook and readings: “Software Requirements, Third Edition” by Karl Wiegers and Joy Beatty. An ebook is available through UNC Libraries, which up to 9 people can view at a time. A print copy is also available on reserve in the SILS Library. Finally, if you prefer, print copies are available online for under $35. Additional readings are required as posted on the course website.
Optional textbook: “Agile Estimating and Planning” by Mike Cohn. A print copy is available on reserve in the SILS Library.
Online course environment: Sakai
Office hours: I’m happy to schedule in-person, Google Hangouts, or Skype calls with reasonable notice.
After completing this course, you should be able to:
| Requirement | Portion of grade |
|---|---|
| Classroom activity | 10% |
| Individual assignment 1 | 5% |
| Individual assignment 2 | 10% |
| Quizzes and individual discussion assignments (5) | 5% |
| Group project assignments (3) | 25% |
| Project presentations and critique | 5% |
| Midterm exam | 20% |
| Final exam | 20% |
| Grades will be posted in Sakai. |
| Course grade | Minimum % |
|---|---|
| A | 95% |
| A- | 90% |
| B+ | 87% |
| B | 83% |
| B- | 80% |
| C+ | 77% |
| C | 73% |
| C- | 70% |
| D+ | 67% |
| D | 63% |
| F | less than 63% |
Throughout the semester I will assign two individual assignments, which will be posted to Sakai. I will also assign five brief written assignments to be posted to the Sakai forums.
Throughout the semester I will assign (on Sakai) three group mini-projects related to a system or organization identified in the individual problem statement assignment. This will culminate in a 15-minute class presentation.
Each of these elements is worth one point (3 points per week). There will be 3 points of extra credit.
The two exams will include a mix of questions (multiple choice, essay, etc.) based on the readings and classroom activities. We will spend time in class reviewing the material before each exam.
The University of North Carolina at Chapel Hill has had a student-led honor system for over 100 years. Academic integrity is at the heart of Carolina and we all are responsible for upholding the ideals of honor and integrity. The student-led Honor System is responsible for adjudicating any suspected violations of the Honor Code and all suspected instances of academic dishonesty will be reported to the honor system. Information, including your responsibilities as a student is outlined in the Instrument of Student Judicial Governance. Your full participation and observance of the Honor Code is expected.
All academic work in this course, including homework, quizzes, and exams, is to be your own work, unless otherwise specifically provided. It is your responsibility if you have any doubt to confirm whether or not collaboration is permitted.
It shall be the further responsibility of every student to abide by the philosophy of the code; namely, to conduct oneself so as not to impair significantly the welfare or the educational opportunities of others in the University community.
I have a role to play as well, and I will fulfill these responsibilities.
We are a learning community and should treat each other with the respect we would expect of others. Constructive disagreement is encouraged, but please attempt to balance critiques with efforts to build and maintain a welcoming classroom community. I will try my best to do the same, but I welcome any suggestions for improvements or even general statements of discomfort.
Our classroom is dedicated to providing a harassment-free course experience for everyone, regardless of gender, gender identity and expression, age, sexual orientation, disability, physical appearance, body size, race, ethnicity, religion (or lack thereof), or technology choices. Harassment includes offensive verbal comments related to gender, gender identity and expression, age, sexual orientation, disability, physical appearance, body size, race, ethnicity, religion, technology choices, sexual images in public spaces, deliberate intimidation, stalking, following, harassing photography or recording, sustained disruption of talks or other events, inappropriate physical contact, and unwelcome sexual attention. We do not tolerate harassment of course participants in any form. Sexual language and imagery is not appropriate for any course setting or products.
If you are being harassed, notice that someone else is being harassed, or have any other concerns, please contact your instructor or another SILS faculty member immediately.
Adapted from http://confcodeofconduct.com/.
Promoting and valuing diversity in the classroom enriches learning and broadens everyone’s perspectives. Inclusion and tolerance can lead to respect for others and their opinions and is critical to maximizing the learning that we expect in this program. This may challenge our own closely held ideas and personal comfort zones. The results, however, create a sense of community and promote excellence in the learning environment.
Diversity includes consideration of (1) the variety of life experiences others have had, and (2) factors related to “diversity of presence,” including, among others, age, economic circumstances, ethnic identification, disability, gender, geographic origin, race, religion, sexual orientation, social position.
**This class will follow principles of inclusion, respect, tolerance, and acceptance that support the values of diversity.**
Taken from the UNC Department of Health Policy and Management’s HPM Diversity Syllabus Statement 2011.
The University of North Carolina at Chapel Hill facilitates the implementation of reasonable accommodations, including resources and services, for students with disabilities, chronic medical conditions, a temporary disability, or pregnancy complications resulting in difficulties with accessing learning opportunities.
All accommodations are coordinated through the Accessibility Resources and Service Office. In the first instance please visit their website http://accessibility.unc.edu, Tel: 919-962-8300 or Email: accessibility@unc.edu. A student is welcome to initiate the registration process at any time, however, the process can take time. ARS is particularly busy in the run-up to Finals and during Finals. Students submitting Self-ID forms at that time are unlikely to have accommodations set until the following semester.
Please contact ARS as early in the semester as possible.
The schedule and readings are subject to change. Please check the schedule each week.
No class.
Data and process modeling lab
No class.
Location TBD